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- 多模态，多元识读，主题式，实验动画，个人与公共身份认同；multimodal (1)
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Articles 1 - 5 of 5
Full-Text Articles in Modern Languages
Theme-Based Second Language Learning Through Multimodal Experimental Animation, Bailu Li, Yuan Xu
Theme-Based Second Language Learning Through Multimodal Experimental Animation, Bailu Li, Yuan Xu
Chinese Language Teaching Methodology and Technology
In a digital, multimedia, and globalized world, new theories such as multimodality, multiliteracies, and theme-based instruction have signaled a shift in the Chinese as language art and Chinese as second language teaching and learning. However, these theoretical frameworks have not been frequently integrated and implemented in the field of CFL. Focusing on the theme of "Personal and Public Identity'', the article proposed a new attempt to synthetically combine multimodal texts, multiliteracies pedagogy, and thematic learning in CFL classrooms. Through the three selected experimental animations, the article discussed teaching methods and procedures in the topics of individuals and families, individuals and …
Etymologies Of Chinese Hànzì And Japanese Kanji: Explanations On Liùshū 六書 And Rikusho 六書, William P.M. Funk
Etymologies Of Chinese Hànzì And Japanese Kanji: Explanations On Liùshū 六書 And Rikusho 六書, William P.M. Funk
Chinese Language Teaching Methodology and Technology
This paper outlines Liùshū 六書 interpretations of Chinese character etymology to help co-create a better approach for educators in supporting character literacy development in students of the East Asian languages that utilize Chinese writing. The Liùshū 六書 Rikusho 六書approach to character instruction can be interpreted as a strategy to spark interest in western learners providing more detailed explanations that deal with the pictographic and compound nature of Chinese character formation. All non-English words are italicized or bolded, Chinese based terms are in Mandarin Pīnyīn 拼音, and Japanese terms are written in Romaji ローマ字 representing their differences phonetically to integrate foreign …
Exploring The Perceptions Of Novice Spanish Students In Blended Courses, Ana I. Capanegra Phd
Exploring The Perceptions Of Novice Spanish Students In Blended Courses, Ana I. Capanegra Phd
World Languages, Literatures, and Cultures Faculty Publications
The present research aims to gauge novice college Spanish students’ perceptions of blended courses to help the design and teaching of blended learning. Blended learning shifts from teacher-centered classes to a learner-centered focus (Hartman, Dziuban & Moskal, 1999; Morgan 2002). There is also more emphasis on peer-to-peer learning (Collis, 2003) since information can be easily shared. The participants of the study had no prior experience taking blended courses. The 14 participants were given an anonymous questionnaire at the end of the semester to explore their perceptions of hybrid learning in order to enhance the set-up of the courses. The questionnaire …
Emergency Room Mode--A Service-Learning Case, Lee F. Wilberschied, Lisa Bauer, Carla Gerdes
Emergency Room Mode--A Service-Learning Case, Lee F. Wilberschied, Lisa Bauer, Carla Gerdes
World Languages, Literatures, and Cultures Faculty Publications
This study examines the outcomes of a two-part service learning project in a summer practicum for English as Second Language (ESL) teacher endorsement candidates. First, 10 mainstream K12 teachers with 2 to 30 years' experience needed practice teaching students with linguistic and cultural differences. Their own service learning was to implement a summer family literacy program for ESL students. Second, these teachers had planned a service learning component for the ESL students. Teachers, feeling obliged to correct all the perceived linguistic deficits in students, went into a panic that they described as "emergency room mode." Regarding service learning and any …
Emergency Room Mode--A Service-Learning Case, Lisa Bauer, Carla Gerdes, Lee F. Wilberschied
Emergency Room Mode--A Service-Learning Case, Lisa Bauer, Carla Gerdes, Lee F. Wilberschied
Lee F. Wilberschied
This study examines the outcomes of a two-part service learning project in a summer practicum for English as Second Language (ESL) teacher endorsement candidates. First, 10 mainstream K12 teachers with 2 to 30 years' experience needed practice teaching students with linguistic and cultural differences. Their own service learning was to implement a summer family literacy program for ESL students. Second, these teachers had planned a service learning component for the ESL students. Teachers, feeling obliged to correct all the perceived linguistic deficits in students, went into a panic that they described as "emergency room mode." Regarding service learning and any …